Announcement 1: Those of you taking Exam 1 are to arrive at class the usual time. Those of you exempt from taking Exam 1 are to arrive at class at 8:15 (my 7:30 Thursday class) or 11:15 (my 10:30 Thursday class) IF you need assistance completing this week's Checking for Understanding assignment (you may need your laptop, so please bring it) and/or if you need assistance with your Microteach 2 lesson plan (I will be happy to look it over and give you feedback). I will be available to assist you in small groups or one-on-one. I will NOT be accepting Microteach 2 lesson plans via email.
Those of you who do not need/want assistance with the above assignments do not need to come to class. You can drop off the Checking for Understanding assignment at my office (ED 220L) or send it to me by the beginning of class to ProfessorVerkler@aol.com. It is due at thebeginning of class on Thursday, March 9, 2017.You will be sending me your Microteach I lesson plan with ESOL accommodations inserted within the Procedures section, as instructed and shown in the sample lesson plans. This is a Checking for Understanding assignment, so there is no accompanying rubric. It will also not be accepted late. Announcement 2: Make sure that you inform me of your Final Choice Selection (Option One or Two) by 5:00 p.m. on Thursday, March 9, 2017. You may inform me in class or via email at ProfessorVerkler@aol.com. If you will be doing Option 2 and will have co-presenters, I will need your name and that (those) of your co-presenter(s). If I do not receive any selection from you, you will be assigned an option and won't be permitted to change it. Tell me and I'll forget; show me and I may remember; involve me and I'll understand. Chinese Proverb
Essential Question: How can I create a lesson that will enhance the comprehension of ELL students?
TO PREPARE FOR OUR CLASS THIS WEEK, DO THE FOLLOWING:
1. Study for Exam One. Here is the Exam One Review Sheet:
2. Read through the ESOL Module and watch the short videos in the UCF College of Education ESOL Module at http://education.ucf.edu/stll/edg4410New.cfm After reading the module and watching the short videos, you are to do Steps 3, 4, and 5 in the Module for your Checking for Understanding activity (see #3 below).
3. CHECKING FOR UNDERSTANDING - ESOL: After reading through the ESOL Module, look over your Microteach I lesson plan and think of accommodations that you could make to your Microteach I lesson if you had Edith, Edgar, and Tasir in your class. Think of an accommodation you could make to your lesson plan for Edith, another accommodation you could make for Edgar, and another accommodation you could make for Tasir. TYPE these accommodations directly into your lesson plan in BOLD, CAPITAL LETTERS and label them as shown in the sample lesson plans below. You will be turning in to me your lesson plan with the ESOL Accommodations.
Microteach I Elementary Sample Lesson Plan with ESOL Accommodations
4. If you want to bring me a rough draft of your Microteach 2 lesson plan to look over in class this week, please read the following directions for guidance re creating your rough draft:
FYI: Microteach II should ideally be an indirect teach, and the sample Microteach II lesson plans below - particularly the one for the secondary level - are OUTSTANDING examples of an indirect teach. However, as you saw last week when I did an indirect teach demo, indirect teaches typically take longer than 15 minutes (which is the amount of time you will again have to implement your microteach). Thus, feel free to do anything other than a direct teach. Check out the handouts below listing countless of other ways to deliver content to your students.
While looking over the template/rubric and the sample lesson plan(s) below, you will notice that the procedures section is VERY different from that of Microteach I. You will have much more flexibility in the procedures section because your sequence of activities will vary depending on how you choose to deliver your content. However, please make sure you address the required criteria indicated on the template (see below), particularly if you access a lesson plan from the Internet. If you look for a suitable lesson plan for Microteach II, you might search using some of the following key terms: indirect teach, inquiry, discovery teach, problem solving teach, simulation, debate, discussion, etc. You might also want to check out the Teaching Channel website, which has tons of helpful resources. Remember, Microteach II is to have a lot of student involvement; in addition, you will be practicing the questioning skills (redirection, prompting, etc.) that you learned in class.
Within your procedures, you will need to include many of the questions you intend to ask. I highly recommend that you include them exactly where you will be asking them in your procedures. (Refer to the sample Microteach 2 lesson plans below.) Out of these questions, you will need to identify (by highlighting and labeling) three convergent questions as being convergent. You will also need to identify three divergent questions as being convergent. The secondary sample lesson plan also has redirection, prompting, and probing labeled, which is NOT required. That is, you don't need to label where you might use redirection, prompting, and probing. (The student who created this lesson plan went beyond the call of duty.)
In your lesson plan, you will also need to identify at least one strategy as an ESOL strategy. You do not need to indicate whom (Edith, Edgar, or Tasir) it is for.
Microteach II Lesson Plan Template/Rubric
_Microteach 2 Lesson Plan TemplateFall 2014.pdf
_Microteach 2 Lesson Plan TemplateFall 2014.pdf
Microteach II - Secondary Level - Sample Lesson Plan
Microteach 2 Lesson Plan - Indirect Teach SAMPLE - Secondary.pdf
Microteach 2 Lesson Plan - Indirect Teach SAMPLE - Secondary.pdf
OR if you think you might like to teach at the elementary level:
Microteach II - Elementary Level - Sample Lesson Plan
Microteach 2 Lesson Plan – InDirect Teach SAMPLE - elementary.pdf
Microteach 2 Lesson Plan – InDirect Teach SAMPLE - elementary.pdf
ASSIGNMENT DUE THIS WEEK:
1. Checking for Understanding - ESOL (See #3 above). For those of you pursuing the ESOL Endorsement (your majors begin with the letter E), this assignment is to be included in your Livetext TESOL Portfolio. You should have started your TESOL portfolio in TSL 4080. When uploading this assignment to Livetext, include the following document with this assignment:
Those of you who do not need/want assistance with the above assignments do not need to come to class. You can drop off the Checking for Understanding assignment at my office (ED 220L) or send it to me by the beginning of class to ProfessorVerkler@aol.com. It is due at the beginning of class on Thursday, March 9, 2017. You will be sending me your Microteach I lesson plan with ESOL accommodations inserted within the Procedures section, as instructed and shown in the sample lesson plans. This is a Checking for Understanding assignment, so there is no accompanying rubric. It will also not be accepted late.
Announcement 2:
Make sure that you inform me of your Final Choice Selection (Option One or Two) by 5:00 p.m. on Thursday, March 9, 2017. You may inform me in class or via email at ProfessorVerkler@aol.com. If you will be doing Option 2 and will have co-presenters, I will need your name and that (those) of your co-presenter(s). If I do not receive any selection from you, you will be assigned an option and won't be permitted to change it.
Tell me and I'll forget; show me and I may remember; involve me and I'll understand. Chinese Proverb
Essential Question: How can I create a lesson that will enhance the comprehension of ELL students?
TO PREPARE FOR OUR CLASS THIS WEEK, DO THE FOLLOWING:
1. Study for Exam One. Here is the Exam One Review Sheet:
2. Read through the ESOL Module and watch the short videos in the UCF College of Education ESOL Module at http://education.ucf.edu/stll/edg4410New.cfm After reading the module and watching the short videos, you are to do Steps 3, 4, and 5 in the Module for your Checking for Understanding activity (see #3 below).
3. CHECKING FOR UNDERSTANDING - ESOL: After reading through the ESOL Module, look over your Microteach I lesson plan and think of accommodations that you could make to your Microteach I lesson if you had Edith, Edgar, and Tasir in your class. Think of an accommodation you could make to your lesson plan for Edith, another accommodation you could make for Edgar, and another accommodation you could make for Tasir. TYPE these accommodations directly into your lesson plan in BOLD, CAPITAL LETTERS and label them as shown in the sample lesson plans below. You will be turning in to me your lesson plan with the ESOL Accommodations.
Microteach I Elementary Sample Lesson Plan with ESOL Accommodations
Microteach I Secondary Sample Lesson Plan with ESOL Accommodations
4. If you want to bring me a rough draft of your Microteach 2 lesson plan to look over in class this week, please read the following directions for guidance re creating your rough draft:
FYI: Microteach II should ideally be an indirect teach, and the sample Microteach II lesson plans below - particularly the one for the secondary level - are OUTSTANDING examples of an indirect teach. However, as you saw last week when I did an indirect teach demo, indirect teaches typically take longer than 15 minutes (which is the amount of time you will again have to implement your microteach). Thus, feel free to do anything other than a direct teach. Check out the handouts below listing countless of other ways to deliver content to your students.
36 Ways to Put Variety in Your Teaching-3.pdf
Put Variety in Your Training.pdf
While looking over the template/rubric and the sample lesson plan(s) below, you will notice that the procedures section is VERY different from that of Microteach I. You will have much more flexibility in the procedures section because your sequence of activities will vary depending on how you choose to deliver your content. However, please make sure you address the required criteria indicated on the template (see below), particularly if you access a lesson plan from the Internet. If you look for a suitable lesson plan for Microteach II, you might search using some of the following key terms: indirect teach, inquiry, discovery teach, problem solving teach, simulation, debate, discussion, etc. You might also want to check out the Teaching Channel website, which has tons of helpful resources. Remember, Microteach II is to have a lot of student involvement; in addition, you will be practicing the questioning skills (redirection, prompting, etc.) that you learned in class.
Within your procedures, you will need to include many of the questions you intend to ask. I highly recommend that you include them exactly where you will be asking them in your procedures. (Refer to the sample Microteach 2 lesson plans below.) Out of these questions, you will need to identify (by highlighting and labeling) three convergent questions as being convergent. You will also need to identify three divergent questions as being convergent. The secondary sample lesson plan also has redirection, prompting, and probing labeled, which is NOT required. That is, you don't need to label where you might use redirection, prompting, and probing. (The student who created this lesson plan went beyond the call of duty.)
In your lesson plan, you will also need to identify at least one strategy as an ESOL strategy. You do not need to indicate whom (Edith, Edgar, or Tasir) it is for.
Microteach II Lesson Plan Template/Rubric
Microteach II - Secondary Level - Sample Lesson Plan
OR if you think you might like to teach at the elementary level:
Microteach II - Elementary Level - Sample Lesson Plan
ASSIGNMENT DUE THIS WEEK:
1. Checking for Understanding - ESOL (See #3 above). For those of you pursuing the ESOL Endorsement (your majors begin with the letter E), this assignment is to be included in your Livetext TESOL Portfolio. You should have started your TESOL portfolio in TSL 4080. When uploading this assignment to Livetext, include the following document with this assignment:
2. If you want me to give you feedback on your Microteach 2 lesson plan today, bring your rough draft to class.
BRING TO CLASS THIS WEEK:
Pencil or pen to take exam. A scantron is NOT needed.
THIS WEEK'S CLASS AGENDA:
Exam 1
Work session providing assistance with this week's
Checking for Understanding assignment and
feedback on your Microteach 2 lesson plan.